Pub Date : 2022-05-25DOI: 10.1177/1476718X221098666
Tehmina S. Khan
Upon COVID-19 being declared a pandemic by the World Health Organization, parent-carers worldwide faced major challenges in how to adapt, become resilient, and to continue educating their children at all levels amid school closures. Home-schooling, with parent-carers becoming the substitute teachers, had become the new ‘norm’ during the first and third lockdowns in England. This paper reports on qualitative findings from semi-structured interviews with 35 participants comprised of parents with children aged between 5 and 8 years old in South London, England. Thematical analysis is used to capture parents’ well-being experiences of home-schooling amid COVID-19 compulsory school closures. This paper explores how the pressure on parent-carers to provide education at home akin to a school setting is physically and emotionally challenging. The paper also addresses how parents’ stress levels intensified in the second (January 2021) home-schooling period. A post-structural feminist framework is deployed to unpick gender socio-cultural inequalities relating to the distribution of work/labour/childcare duties at home during lockdown. Existing research has focussed on the impact on low-income families and children’s well-being during the pandemic. This research contributes to existing research by addressing an under-researched area relating to the impact on well-belling for middle-income maternal caregivers. Findings of this research show how financial privilege does not provide an escape from additional stress and how parents’ well-being was affected.
{"title":"Parents’ experiences of home-schooling amid COVID-19 school closures, in London, England","authors":"Tehmina S. Khan","doi":"10.1177/1476718X221098666","DOIUrl":"https://doi.org/10.1177/1476718X221098666","url":null,"abstract":"Upon COVID-19 being declared a pandemic by the World Health Organization, parent-carers worldwide faced major challenges in how to adapt, become resilient, and to continue educating their children at all levels amid school closures. Home-schooling, with parent-carers becoming the substitute teachers, had become the new ‘norm’ during the first and third lockdowns in England. This paper reports on qualitative findings from semi-structured interviews with 35 participants comprised of parents with children aged between 5 and 8 years old in South London, England. Thematical analysis is used to capture parents’ well-being experiences of home-schooling amid COVID-19 compulsory school closures. This paper explores how the pressure on parent-carers to provide education at home akin to a school setting is physically and emotionally challenging. The paper also addresses how parents’ stress levels intensified in the second (January 2021) home-schooling period. A post-structural feminist framework is deployed to unpick gender socio-cultural inequalities relating to the distribution of work/labour/childcare duties at home during lockdown. Existing research has focussed on the impact on low-income families and children’s well-being during the pandemic. This research contributes to existing research by addressing an under-researched area relating to the impact on well-belling for middle-income maternal caregivers. Findings of this research show how financial privilege does not provide an escape from additional stress and how parents’ well-being was affected.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42954954","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-25DOI: 10.1177/1476718X221098661
Rebecca A. Dore, Xingfeiyue Liu, L. Chaparro-Moreno, L. Justice
This study examined the dimensionality of caregivers’ child-directed talk and the association of child directed talk and children’s language skills at age of 3 years in a sample of 63 low-SES dyads in low-SES homes. Exploratory factor analysis identified that caregivers’ child directed talk is characterized by two dimensions: quantity and complexity. The quantity factor consisted of utterances per minute, total number of words, and type-token ratio, whereas the complexity factor included mean length of utterance and the percentage of complex utterances. After controlling for covariates (e.g. child age, race, maternal education, and language used at home), CDT complexity was significantly related to children’s receptive and expressive language skills, however, this association was not significant for CDT quantity. These results have important implications for intervention development.
{"title":"Concurrent relations between child-directed speech and children’s language skills in low-income households","authors":"Rebecca A. Dore, Xingfeiyue Liu, L. Chaparro-Moreno, L. Justice","doi":"10.1177/1476718X221098661","DOIUrl":"https://doi.org/10.1177/1476718X221098661","url":null,"abstract":"This study examined the dimensionality of caregivers’ child-directed talk and the association of child directed talk and children’s language skills at age of 3 years in a sample of 63 low-SES dyads in low-SES homes. Exploratory factor analysis identified that caregivers’ child directed talk is characterized by two dimensions: quantity and complexity. The quantity factor consisted of utterances per minute, total number of words, and type-token ratio, whereas the complexity factor included mean length of utterance and the percentage of complex utterances. After controlling for covariates (e.g. child age, race, maternal education, and language used at home), CDT complexity was significantly related to children’s receptive and expressive language skills, however, this association was not significant for CDT quantity. These results have important implications for intervention development.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42652591","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-25DOI: 10.1177/1476718X221098671
Holly Carrell Moore
This qualitative study examined families’ experiences supporting young children’s (ages 3–8) remote learning during the COVID-19 pandemic. Twenty-three participants completed open-ended questions in an online survey and three of those participants shared further in an online, recorded focus-group interview. Parents revealed young children’s challenges with remote learning and the multiple strategies families took up to support their young learners, including many forms of managing and facilitating online work, several forms of communicating to seek support, information, or changes, and multiple forms of motivating their child(ren) to stay engaged and complete activities. Parents also shared the tensions that arose with more unfettered access to their child(ren)’s online classrooms, teachers’ variation in communication, and families differing levels of participation due to multiple responsibilities. The findings demonstrate both the challenges and families’ creative strategies to bolster their child(ren)’s remote learning, and they inform teachers and school personnel of the importance of developing continued recalibration of communication, family support, and family input on home learning experiences when young children cannot engage with in-person learning.
{"title":"“The whole experience is still very high touch for parents”: Parent moves to support young children’s remote learning during the COVID-19 pandemic","authors":"Holly Carrell Moore","doi":"10.1177/1476718X221098671","DOIUrl":"https://doi.org/10.1177/1476718X221098671","url":null,"abstract":"This qualitative study examined families’ experiences supporting young children’s (ages 3–8) remote learning during the COVID-19 pandemic. Twenty-three participants completed open-ended questions in an online survey and three of those participants shared further in an online, recorded focus-group interview. Parents revealed young children’s challenges with remote learning and the multiple strategies families took up to support their young learners, including many forms of managing and facilitating online work, several forms of communicating to seek support, information, or changes, and multiple forms of motivating their child(ren) to stay engaged and complete activities. Parents also shared the tensions that arose with more unfettered access to their child(ren)’s online classrooms, teachers’ variation in communication, and families differing levels of participation due to multiple responsibilities. The findings demonstrate both the challenges and families’ creative strategies to bolster their child(ren)’s remote learning, and they inform teachers and school personnel of the importance of developing continued recalibration of communication, family support, and family input on home learning experiences when young children cannot engage with in-person learning.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47928140","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-13DOI: 10.1177/1476718X221098662
M. Cahill, Erin Ingram
Shared book reading in which children actively participate in the reading of a text via discussion or extratextual talk has been well-established as an activity to advance children’s literacy and language learning, and it is a characteristic practice of public library storytime programs. This study scrutinized the extratextual talk that occurred within the shared reading episodes of 15 public library storytime programs. Findings from this study confirm prior assertions that storytime programs hold the promise of advancing children’s early literacy development. With more than two-fifths of librarians’ extratextual utterances at an abstract level of understanding, storytimes serve as a favorable setting for advancing children’s inferencing skills and symbolic understanding. Results also point to areas that librarians might target for improvement including integration of questions requiring extended responses and attention to vocabulary.
{"title":"Extratextual talk in public library storytime programs: A focus on questions","authors":"M. Cahill, Erin Ingram","doi":"10.1177/1476718X221098662","DOIUrl":"https://doi.org/10.1177/1476718X221098662","url":null,"abstract":"Shared book reading in which children actively participate in the reading of a text via discussion or extratextual talk has been well-established as an activity to advance children’s literacy and language learning, and it is a characteristic practice of public library storytime programs. This study scrutinized the extratextual talk that occurred within the shared reading episodes of 15 public library storytime programs. Findings from this study confirm prior assertions that storytime programs hold the promise of advancing children’s early literacy development. With more than two-fifths of librarians’ extratextual utterances at an abstract level of understanding, storytimes serve as a favorable setting for advancing children’s inferencing skills and symbolic understanding. Results also point to areas that librarians might target for improvement including integration of questions requiring extended responses and attention to vocabulary.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49603217","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-01DOI: 10.1177/1476718X221089565
Z. Triandafilidis, Ashleigh Old, T. Hanstock, Sally Fitzpatrick
The childcare setting is a critical environment to observe, and also influence, children’s mental wellbeing. However, little research has examined the experiences and ability of Australian family day care (FDC) educators in supporting children’s mental wellbeing. The present study aimed to explore how training, COVID-19, and partnerships influence FDC educators’ ability to promote children’s mental wellbeing. Seven FDC educators engaged in semi-structured interviews, and thematic analysis identified six themes. These were (1) more than a babysitter; (2) experience is the best teacher; (3) close and supportive relationships, which included a sense of exile as a subordinate theme; (4) it takes a village to raise a child; (5) fear and uncertainty; and (6) business and relational difficulties. The research suggests that support for FDC educators through adequate training and strong partnerships more effectively promotes children’s mental wellbeing.
{"title":"Family day care educators’ ability to support children’s mental wellbeing and the impact of COVID-19","authors":"Z. Triandafilidis, Ashleigh Old, T. Hanstock, Sally Fitzpatrick","doi":"10.1177/1476718X221089565","DOIUrl":"https://doi.org/10.1177/1476718X221089565","url":null,"abstract":"The childcare setting is a critical environment to observe, and also influence, children’s mental wellbeing. However, little research has examined the experiences and ability of Australian family day care (FDC) educators in supporting children’s mental wellbeing. The present study aimed to explore how training, COVID-19, and partnerships influence FDC educators’ ability to promote children’s mental wellbeing. Seven FDC educators engaged in semi-structured interviews, and thematic analysis identified six themes. These were (1) more than a babysitter; (2) experience is the best teacher; (3) close and supportive relationships, which included a sense of exile as a subordinate theme; (4) it takes a village to raise a child; (5) fear and uncertainty; and (6) business and relational difficulties. The research suggests that support for FDC educators through adequate training and strong partnerships more effectively promotes children’s mental wellbeing.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44688145","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-14DOI: 10.1177/1476718X221089581
A. H. Qamar
The term “the value of the child” was coined by economists in the context of demographic transition and fertility, emphasizing economic and cultural aspects. However, the scope of the value of the child was confined to a cost-benefit analysis. The “social value of the child” is a comprehensive concept that encompasses the economic, psychological, social, and cultural value of the child. Contextual knowledge of childhood was emphasized with the emergence of the sociology of childhood, taking into account the diversity of children’s lives affected by cultural and institutional contexts across the world. This essay offers a synopsis of the social value of the child and the social construction of the value of the child in the global south. The global south represents the complex socio-cultural context of the majority world, wherein modern or global theories of childhood originating in the global north are contested. This brief article concludes that studies emphasizing the value of the children in the global south should investigate the intricate and relevant interconnections between the psychological, familial, and religious value of the child, all of which contribute to the social value of the child.
{"title":"Social value of the child in the global south: A multifaceted concept","authors":"A. H. Qamar","doi":"10.1177/1476718X221089581","DOIUrl":"https://doi.org/10.1177/1476718X221089581","url":null,"abstract":"The term “the value of the child” was coined by economists in the context of demographic transition and fertility, emphasizing economic and cultural aspects. However, the scope of the value of the child was confined to a cost-benefit analysis. The “social value of the child” is a comprehensive concept that encompasses the economic, psychological, social, and cultural value of the child. Contextual knowledge of childhood was emphasized with the emergence of the sociology of childhood, taking into account the diversity of children’s lives affected by cultural and institutional contexts across the world. This essay offers a synopsis of the social value of the child and the social construction of the value of the child in the global south. The global south represents the complex socio-cultural context of the majority world, wherein modern or global theories of childhood originating in the global north are contested. This brief article concludes that studies emphasizing the value of the children in the global south should investigate the intricate and relevant interconnections between the psychological, familial, and religious value of the child, all of which contribute to the social value of the child.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46467625","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-14DOI: 10.1177/1476718X221087051
Emma A Blackson, M. Gerdes, Ellie Segan, Crystal Anokam, Tiffani J. Johnson
Racial disparities in the education setting are well-documented, including suspensions and expulsion for Black children beginning in pre-school. Racial bias has been hypothesized as a factor contributing to these disparities. However, little is known about the racial attitudes that childcare educators and staff have toward children. To describe levels of implicit and explicit racial bias toward children among early childhood educators, we measured implicit pro-White/anti-Black racial bias of teachers and staff from three urban childcare centers using the Child Race Implicit Association Test (IAT). Explicit bias was measured using a racial preference scale. Of the 48 participants in this sample, 56% were White, 29% Black, and 10% Hispanic. Although 21% (n = 10) of participants had no racial bias on the Child Race IAT, most had implicit pro-White bias ranging from weak to strong (n = 29%and 60%). The remaining participants had implicit pro-Black bias ranging from weak to strong (n = 9%and 19%). In contrast, 95% of participants reported no having no explicit racial preferences toward White or Black children. Additionally, we asked participants about perceptions, knowledge, and beliefs about sources of early childhood disparities. Knowledge of bias can be used in developing strategies to mitigate bias and reduce disparities in childcare settings.
{"title":"Racial bias toward children in the early childhood education setting","authors":"Emma A Blackson, M. Gerdes, Ellie Segan, Crystal Anokam, Tiffani J. Johnson","doi":"10.1177/1476718X221087051","DOIUrl":"https://doi.org/10.1177/1476718X221087051","url":null,"abstract":"Racial disparities in the education setting are well-documented, including suspensions and expulsion for Black children beginning in pre-school. Racial bias has been hypothesized as a factor contributing to these disparities. However, little is known about the racial attitudes that childcare educators and staff have toward children. To describe levels of implicit and explicit racial bias toward children among early childhood educators, we measured implicit pro-White/anti-Black racial bias of teachers and staff from three urban childcare centers using the Child Race Implicit Association Test (IAT). Explicit bias was measured using a racial preference scale. Of the 48 participants in this sample, 56% were White, 29% Black, and 10% Hispanic. Although 21% (n = 10) of participants had no racial bias on the Child Race IAT, most had implicit pro-White bias ranging from weak to strong (n = 29%and 60%). The remaining participants had implicit pro-Black bias ranging from weak to strong (n = 9%and 19%). In contrast, 95% of participants reported no having no explicit racial preferences toward White or Black children. Additionally, we asked participants about perceptions, knowledge, and beliefs about sources of early childhood disparities. Knowledge of bias can be used in developing strategies to mitigate bias and reduce disparities in childcare settings.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47887719","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-11DOI: 10.1177/1476718X221087078
Sarah Lim, P. Levickis, P. Eadie
Research evidence suggests children experiencing adversity are at risk of language disparities in early childhood. This puts these children at risk of poor language outcomes, perpetuating disadvantage in later development and academic life. This study aimed to investigate associations between Early Childhood Education and Care (ECEC) attendance, hours of attendance and quality in a cohort of 2-year-old children experiencing adversity with their language outcomes at age five. Pregnant women experiencing adversity, based on women meeting two or more of 10 factors on a brief risk factor survey, were recruited from maternity hospitals in Victoria and Tasmania, Australia. At age 2 years, ECEC data was collected via survey, including ECEC attendance, amount of time spent and ECEC quality (using the Australian government’s national measure of quality, the National Quality Standard assessment) (n = 161). At age 5 years, child language outcomes were measured using a standardised language assessment. This data was analysed using logistic regressions and the non-parametric Kruskal–Wallis test to identify associations. After adjusting for potential confounders, we found language scores at age five were higher, on average, for children who attended ECEC at age two compared to those who did not attend. However, hours of attendance and ECEC quality, was not found to be associated with language outcomes. Findings suggest ECEC attendance in the early developmental years (birth to age 3 years) may be a protective factor against social disadvantage factors and contribute to positive language development for children experiencing adversity. This information is important for the ECEC sector, policymakers and families to advocate, enable and ensure high-quality ECEC is accessible, particularly for children experiencing adversity.
{"title":"Associations between Early Childhood Education and Care (ECEC) attendance, adversity and language outcomes of 2-year-olds","authors":"Sarah Lim, P. Levickis, P. Eadie","doi":"10.1177/1476718X221087078","DOIUrl":"https://doi.org/10.1177/1476718X221087078","url":null,"abstract":"Research evidence suggests children experiencing adversity are at risk of language disparities in early childhood. This puts these children at risk of poor language outcomes, perpetuating disadvantage in later development and academic life. This study aimed to investigate associations between Early Childhood Education and Care (ECEC) attendance, hours of attendance and quality in a cohort of 2-year-old children experiencing adversity with their language outcomes at age five. Pregnant women experiencing adversity, based on women meeting two or more of 10 factors on a brief risk factor survey, were recruited from maternity hospitals in Victoria and Tasmania, Australia. At age 2 years, ECEC data was collected via survey, including ECEC attendance, amount of time spent and ECEC quality (using the Australian government’s national measure of quality, the National Quality Standard assessment) (n = 161). At age 5 years, child language outcomes were measured using a standardised language assessment. This data was analysed using logistic regressions and the non-parametric Kruskal–Wallis test to identify associations. After adjusting for potential confounders, we found language scores at age five were higher, on average, for children who attended ECEC at age two compared to those who did not attend. However, hours of attendance and ECEC quality, was not found to be associated with language outcomes. Findings suggest ECEC attendance in the early developmental years (birth to age 3 years) may be a protective factor against social disadvantage factors and contribute to positive language development for children experiencing adversity. This information is important for the ECEC sector, policymakers and families to advocate, enable and ensure high-quality ECEC is accessible, particularly for children experiencing adversity.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47823664","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-11DOI: 10.1177/1476718X221087073
Katarina Nilfyr, Jonas Aspelin, Annika Lantz-Andersson
Early childhood education (ECE) presupposes a balance between emotionally supportive interaction and pre-academic teaching instruction, and research indicates an increasing pressure on preschool teachers’ communicative competence. This study focuses on the functions of emotions in the teacher–child relationship in a situated context. Such studies are scarce in the research on ECE, which mainly concerns children’s socioemotional learning. Using a micro-sociological approach, characterized by an in-depth analysis of interaction, we explore the ways in which emotions may foster conformity in goaloriented preschool activities. Verbal and nonverbal utterances between a preschool teacher and a child in a video-recorded episode were transcribed and analyzed meticulously. The findings reveal an informal, subtle system of social sanctions within which the emotions of shame and pride have important functions, which leads to social adaptation to goal-oriented expectations. The study also discusses how emotional processes during interaction can be understood in light of the institutional context of current ECE.
{"title":"To conform or not to conform: An in-depth analysis of teacher–child interaction and the role of emotions in social adaptation in preschool","authors":"Katarina Nilfyr, Jonas Aspelin, Annika Lantz-Andersson","doi":"10.1177/1476718X221087073","DOIUrl":"https://doi.org/10.1177/1476718X221087073","url":null,"abstract":"Early childhood education (ECE) presupposes a balance between emotionally supportive interaction and pre-academic teaching instruction, and research indicates an increasing pressure on preschool teachers’ communicative competence. This study focuses on the functions of emotions in the teacher–child relationship in a situated context. Such studies are scarce in the research on ECE, which mainly concerns children’s socioemotional learning. Using a micro-sociological approach, characterized by an in-depth analysis of interaction, we explore the ways in which emotions may foster conformity in goaloriented preschool activities. Verbal and nonverbal utterances between a preschool teacher and a child in a video-recorded episode were transcribed and analyzed meticulously. The findings reveal an informal, subtle system of social sanctions within which the emotions of shame and pride have important functions, which leads to social adaptation to goal-oriented expectations. The study also discusses how emotional processes during interaction can be understood in light of the institutional context of current ECE.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44666317","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-06DOI: 10.1177/1476718X221087064
C. O’Keeffe, Sinead McNally
The COVID-19 pandemic posed major challenges for the lives of children in terms of school closures, loss of routine, reduced social contact, bereavement and trauma. The pandemic also gave rise to a focus on play as a fundamental support for children’s wellbeing. This study examined early childhood teachers’ reported practices of using play upon returning to school in Ireland after lockdown restrictions which included a 6-month period of school closures. Building on previous research on play in early childhood education during the early stages of the pandemic, 12 primary school teachers in early childhood classrooms (children aged 3–8 years) participated in focus groups aimed at exploring teachers’ experiences of using play upon returning to in-class teaching. Through reflexive thematic analysis of the focus groups, four themes were identified that encapsulated teachers’ experiences: play in the classroom embodied similar characteristics and qualities during COVID-19 as before the pandemic; play was considered a priority in early childhood education classrooms; teachers planned carefully for facilitating play in the classroom in response to COVID-19 regulations; teachers’ noted the importance of the social and relational components of play for children in the context of COVID-19 regulations. For educational policy, these findings highlight play as a ‘go-to’ strategy by teachers for supporting children in formal education during a pandemic and suggest play is a well-established context that can be used in educational policies to support children’s learning, especially during and after times of crises.
{"title":"Teacher experiences of facilitating play in early childhood classrooms during COVID-19","authors":"C. O’Keeffe, Sinead McNally","doi":"10.1177/1476718X221087064","DOIUrl":"https://doi.org/10.1177/1476718X221087064","url":null,"abstract":"The COVID-19 pandemic posed major challenges for the lives of children in terms of school closures, loss of routine, reduced social contact, bereavement and trauma. The pandemic also gave rise to a focus on play as a fundamental support for children’s wellbeing. This study examined early childhood teachers’ reported practices of using play upon returning to school in Ireland after lockdown restrictions which included a 6-month period of school closures. Building on previous research on play in early childhood education during the early stages of the pandemic, 12 primary school teachers in early childhood classrooms (children aged 3–8 years) participated in focus groups aimed at exploring teachers’ experiences of using play upon returning to in-class teaching. Through reflexive thematic analysis of the focus groups, four themes were identified that encapsulated teachers’ experiences: play in the classroom embodied similar characteristics and qualities during COVID-19 as before the pandemic; play was considered a priority in early childhood education classrooms; teachers planned carefully for facilitating play in the classroom in response to COVID-19 regulations; teachers’ noted the importance of the social and relational components of play for children in the context of COVID-19 regulations. For educational policy, these findings highlight play as a ‘go-to’ strategy by teachers for supporting children in formal education during a pandemic and suggest play is a well-established context that can be used in educational policies to support children’s learning, especially during and after times of crises.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49084199","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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